By Phillip T. Slee, Marilyn Campbell, Barbara Spears
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The 3rd variation of Child, Adolescent and relatives Development[ offers a entire, readable learn of human improvement from perception to maturity. It explores the principles of contemporary developmental notion, incorporating the newest in overseas examine set inside a cultural and historic context. Richly illustrated and stronger via quite a number sensible educating assets, this transparent and fascinating textual content is meant to arrive scholars throughout a number educating, psychology, social technology and wellbeing and fitness technological know-how disciplines.
By applying a thematic process in the chronologically ordered chapters, this article bargains a scientific and intuitive constitution for either studying and educating. This re-creation contains a set of totally up-to-date case experiences that contemplate present developments and matters in developmental idea and perform, in addition to end-of-chapter sections that deal with vital phases within the family members existence cycle.
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Extra resources for Child, Adolescent and Family Development (3rd Edition)
Psychological theories such as those proposed by Sigmund Freud (psychoanalytic theory) or Jean Piaget (cognitive-developmental theory) emphasise a stage-like or discontinuous view of human development (see Chapter 3). Wohlwill (1973, p. 236) has noted that: ‘The usefulness of the stage concept remains an open question today and its potential promise unfulﬁlled’.
Western universities have generally engaged in the conduct of science to develop and test theories and hypotheses. Slee and Shute (2003) have summarised the modernist paradigm as encapsulating linear, causal reasoning with an overarching search for theories and universal truths. Consistent Chapter 1 Seeing children in context 19 with a positivist view of science, the university has generally been represented as a community of scholars dispassionately engaged in the conduct of science and in the pursuit of knowledge unfettered by political or social constraints.
In reading the developmental psychology literature one becomes aware of how strongly ‘common sense’ initially prompts and informs the interpretation of behaviour. For examples, see Darwin’s observations regarding the emergence of emotions in children cited at the beginning of this chapter, or Piaget’s careful noting of the behaviour of his children in relation to their use of their senses and motor activity to acquire knowledge about the world (see Chapter 7). These scientists then attempted to bring some order and coherence to their observations in a systematic way, by gathering further examples or ‘experimenting’ in an attempt to reproduce the initial ﬁndings.